A professional development course for pre-veterinary track students was created at NC State University to educate them about the veterinary profession and the DVM application process. Student surveys indicated a significant interest in small animal and exotic/wildlife vet careers, but after the course, student interest diversified into areas such as lab animal medicine and public health. The course resulted in increased student confidence and a notable shift in career interests, highlighting the importance of exposure to various veterinary fields.

1. Veterinary Interest Areas of Students Enrolled in a
PreVeterinary Track Professional Development Course
Shweta Trivedi, Jodie Joseph, Brandon K. Maddox and Dustin C. Orr
Department of Animal Science, North Carolina State University, Raleigh, NC 27695
Abstract Course Outline Results
A unique professional development course for PreVeterinary track
students (ANS 495) was developed in the Animal Science Course Objectives
Department at the NC State University in 2011. It was offered to the Pre-Test Data Post-Test Data
PreVet students during with the two-fold objectives (a) educating To develop a 14-week professional development course
students about the expanse of veterinary profession and (b) assist targeting pre-veterinary track individuals, so as to:
students in developing an understanding of the DVM application
procedure. Students were surveyed for their choice of veterinary
a) Introduce students to the scope of veterinary profession,
interest areas as a future veterinarian in Spring 2011 (43 students)
and Spring 2012 (52 students) at the beginning of the course (Pre- including current issues affecting the veterinary profession.
test). The students were also surveyed on the level of confidence in
their decision to apply to veterinary school and become a b) Assist students in gaining a detailed understanding of the
veterinarian. The highest response rate for the veterinary interest veterinary school application procedure, as well as ways to
areas was earned by two categories, namely, small animal diversify and strengthen their individual portfolios.
veterinarian and exotic/wildlife veterinarian. In 2011, 32% of total
student responses indicated that they wanted to be small animal
veterinarians while 25% aspired to be an exotic/wildlife veterinarian. Course Structure
In 2012, 30% of total responses indicated small animal veterinarian
and another 22% for exotic/wildlife veterinarian. However, after • 1 credit hour (Friday 12.25-1.15p, Spring only)
enrolling in the course, the response rates shifted. 29% of students • Lectures, seminars, field visits
became interested in “other” fields such as lab animal medicine, • 2 Teaching Assistants (current applicants)
research, military, and public health. In both the years, 66% • Weekly Assessments + Final Paper
students cited feeling extremely confident about their decision to be
a veterinarian. Recognizing these interests in diverse aspects of
veterinary medicine is key in comprehending the choices that the Lecture Topic(s)
Pre-Veterinary track students make while planning their
1 Introduction, VetPAC & its resources
undergraduate curriculum, internships, and extra-curricular
experiences. 2 Veterinary Profession & its scope
3 Current issues facing Veterinary Profession
4 Vet School Admissions at CVM-NCSU
5 Online Application System- VMCAS
6 Writing a Personal Statement
Lecture 7 Vet School Interviews
Series
8 Lab animal Medicine
Background 9 Dual-Degree Options
o In 2009 there were 87,998 veterinarians, with 60,895 in private
10 Building Diversity in a portfolio
practice,15,179 in public/corporate, 15,092 employment unknown1
11 Field Trip to NCSU Open House
o The greatest veterinarian shortages are in the food, public health,
12 Reflections of Current DVM students
pathology, and lab animal sectors.1
13 Meet & Greet- Large/Exotic Animal Vet
o Is there currently an overall shortage of veterinarians? The National
Research Council’s project “Assessing the Current and Future 14 Plan B Options
Workforce Needs in Veterinary Medicine” is in progress.1
o Eight schools have 80 slots or less; Ten schools have 80-100 slots;
Ten schools have 100 slots or more. 2
Methods and Development Data Analysis Interpretation Conclusions
Step 1: Brainstormed lesson plans that would introduce students to Document analysis: • Overall, the class’s confidence about becoming After enrolling in the Pre-Veterinary track development
the expanse of the veterinary profession, the admissions process, and veterinarians did not significantly change. course, many students shifted their interests away from the
how to strengthen their individual portfolio • Documents from the pre-veterinary student professional • However, 3% of students considered changing career original small and exotic animal majority and towards other
Step 2: Drafted lesson plans and invited guest speakers to present development course include: weekly assignments, a final critical focus. fields. Three students are now considering lab animal
individual lectures and share their “expertise” on corresponding topics reflection on the course, as well as IRB approved pre/post-surveys. • “Other” is defined as research, academia, military, medicine, compared to zero in the pre-test. This suggests
Step 3: Developed associated assignments that cemented the general public health, and lab animal medicine. that being enrolled in this course has a positive association
message of the lesson plan and gauge student learning • Weekly assignments and critical reflection analyzed to gauge •There was a 570% increase in total response with changing one’s initial interests.
Step 4: Generated a retrospective pre/post-survey containing student responses and learnings; pre/post-survey used to measure interested in “other” career opportunities after being
questions assessing students’ perception of what DVM admissions student perceptions on admissions criteria. enrolled in the course. Reading the final critical reflections may explain this
committees look for in applicants •There was a 17% decrease in total response rate for relationship. A majority of students’ shifts occurred due to the
Step 5: Obtained IRB approval for the pre/ post-survey (IRB#: • Questionnaire included:
small animal medicine impact of guest speakers and exposure to unique
1191-09-10) What kind of veterinarian do you want to become?
Step 6: Received student consent and administered pre-surveys to
•There was an 18% decrease in total response rate for opportunities outside of their original interests. Exposing pre-
•Some students gave multiple answers.
student participants before the lecture series exotic/ wildlife interest. vets to the scope of the veterinary field through professional
•Common responses included: small, large/food,
Step 7: Implemented the lesson plan series over a period of fourteen development courses may help fill gaps in shortage areas.
exotic/wildlife, equine, mixed animal practitioner.
weeks How confident are you in your decision to become a
Works Cited
Step 8: Received student consent and administered post-surveys to veterinarian?
student participants after the lecture series •Response choices included: Extremely confident,
Step 9: Administered a critical reflection to assess student learning
reasonably confident, somewhat confident, and not confident 1) Bristol, DVM David “Veterinary Shortage Areas”
throughout the course, as well as receive student feedback on how the
at all. 2) NC State University College of Veterinary Medicine Student Services Office. “Veterinary Admissions 2011 Cycle Review Session. “
course may have affected their professional development.
April 20, 2011 http://cvm.ncsu.edu/studentservices/documents/FAQ_DVM2011ApplicantReviewSession.pdf